Language Development and Concept Flexibility in Dyscalculia: A Case Study

Kristine K. Montis

Dyscalculia is a psychological and medical term that refers to extreme difficulty in learning mathematics and to deficits in the production of accurate, efficient arithmetic calculations, in particular. In this article I report on a yearlong qualitative case study of a 12-year-old student who displayed many characteristics of dyscalculia. The results of the study are discussed as they relate to recent medical and learning-disability research. This student's learning experiences during her school mathematics and tutoring sessions demonstrate the vital role language processes play in the development of the concept flexibility necessary for success in mathematics. Outlined in the closing section are implications of this study for pedagogy in classrooms that include mainstreamed students with learning disabilities.

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